Endoscopic and microscopic video modules are effective for teaching middle ear anatomy.

Autor: Tu LJ; Drexel University College of Medicine Philadelphia Pennsylvania USA., Nwosu OI; Department of Otolaryngology-Head and Neck Surgery Mass Eye and Ear Boston Massachusetts USA.; Department of Otolaryngology-Head and Neck Surgery Harvard Medical School Boston Massachusetts USA., Chieffe D; Department of Otolaryngology-Head and Neck Surgery Mass Eye and Ear Boston Massachusetts USA.; Department of Otolaryngology-Head and Neck Surgery Harvard Medical School Boston Massachusetts USA., Daniel E; Department of Otolaryngology-Head and Neck Surgery Mass Eye and Ear Boston Massachusetts USA.; Department of Otolaryngology-Head and Neck Surgery Harvard Medical School Boston Massachusetts USA., Cohen MS; Department of Otolaryngology-Head and Neck Surgery Mass Eye and Ear Boston Massachusetts USA.; Department of Otolaryngology-Head and Neck Surgery Harvard Medical School Boston Massachusetts USA.
Jazyk: angličtina
Zdroj: Laryngoscope investigative otolaryngology [Laryngoscope Investig Otolaryngol] 2024 Dec 11; Vol. 9 (6), pp. e70044. Date of Electronic Publication: 2024 Dec 11 (Print Publication: 2024).
DOI: 10.1002/lio2.70044
Abstrakt: Objectives: To evaluate the efficacy of video modules in improving trainees' objective knowledge of middle ear anatomy and to compare the efficacy of using the endoscope to the microscope in video modules.
Methods: Medical students and residents were recruited. Two videos reviewing middle ear anatomy were developed. One video was recorded using an endoscope and the other using a microscope. Subjects were randomly assigned to either the endoscopic or microscopic video module group. A 20-question knowledge assessment designed to assess understanding of anatomic concepts was administered to all subjects prior to the intervention. After completing the endoscopic or microscopic video modules, subjects were administered the same knowledge assessment.
Results: Of the 62 subjects recruited, 32 were randomized to the endoscope group and 30 to the microscope group. Eleven subjects completed all components of the assessment in the endoscope group and nine in the microscope group. Subjects in the endoscope group demonstrated a mean 12.3% increase in assessment scores (SD 9.1%, p  = .0008), compared to a mean 11.7% increase in assessment scores in the microscope group (SD 9.4%, p  = .0002). When controlling for pretest scores, there was no significant difference in posttest performance between the two groups.
Conclusion: Brief video modules effectively improved objective short-term knowledge of middle ear anatomy. Although both groups demonstrated a significant improvement in knowledge, there was no significant difference in the educational utility of endoscopic videos compared to microscopic videos. Further studies with larger sample sizes may help quantify which modalities are optimal for teaching.
Level of Evidence: NA.
Competing Interests: The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.
(© 2024 The Author(s). Laryngoscope Investigative Otolaryngology published by Wiley Periodicals LLC on behalf of The Triological Society.)
Databáze: MEDLINE
Externí odkaz: